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Abstract：
Educational researchers have produced a variety of evidence-based practices (EBP) to address social, emotional, and behavioral (SEB) needs among students. Yet, these practices are often insufficiently adopted and implemented with fidelity by teachers to produce the beneficial outcomes associated with the EBP, leaving students at risk for developing SEB problems. If ignored, SEB problems can lead to other negative outcomes, such as academic failure. Therefore, implementation strategies (i.e., methods and procedures designed to promote implementation outcomes) are needed to improve teachers\' uptake and delivery of EBPs with fidelity. This meta-analysis sought to examine the types and magnitude of effect of implementation strategies that have been designed and tested to improve teacher adherence to SEB EBPs. Included studies (a) used single case experimental designs, (b) employed at least one implementation strategy, (c) targeted general education teachers, and (d) evaluated adherence as a core dimension of fidelity related to the delivery of EBPs. In total, this study included 28 articles and evaluated 122 effect sizes. A total of 15 unique implementation strategies were categorized. Results indicated that, on average, implementation strategies were associated with increases in teacher adherence to EBPs above baseline and group-based pre-implementation trainings alone (g = 2.32, tau = 0.77). Moderator analysis also indicated that larger effects were associated with implementation strategies that used a greater number of unique behavior change techniques (p < .001). Implications and future directions for research and practice regarding use of implementation strategies for general education teachers are discussed.
摘要：
教育研究人员已经产生了各种循证实践(EBP)来解决社会问题,情感,和学生的行为（SEB）需求。然而，这些做法往往没有被教师充分采纳和实施，无法产生与EBP相关的有益结果，让学生面临发展SEB问题的风险。如果忽略,SEB问题会导致其他负面结果，比如学术上的失败。因此,实施策略(即，旨在促进实施成果的方法和程序)需要提高教师对EBP的吸收和交付。这项荟萃分析旨在检查设计和测试的实施策略的类型和影响程度，以提高教师对SEBEBPs的依从性。纳入研究(A)使用单例实验设计，(b)采用至少一项实施战略，(c)有针对性的普通教育教师，和(d)评估依从性作为与EBPs递送相关的保真度的核心维度。总的来说,这项研究包括28篇文章,评估了122种效应大小.总共对15种独特的实施策略进行了分类。结果表明,平均而言,实施策略与教师对高于基线的EBPs的依从性和仅基于小组的实施前培训的依从性增加相关(g=2.32,tau=0.77).主持人分析还表明，更大的影响与使用更多独特行为改变技术的实施策略相关（p<.001）。讨论了有关通识教育教师使用实施策略的研究和实践的含义和未来方向。
